PRIMARY 1 THIRD TERM LESSON NOTE ENGLISH GRAMMAR
Week: ONE
Date:
Class: Basic 1
PRIMARY ONE ENGLISH E-NOTE THIRD TERM
Subject: English
Duration: 40 minutes
Topic: Simple greetings and commands
Behavioural objectives: At the end of the lesson, pupils should be able to;
1. Greet and respond to simple greetings with appropriate tones.
2. Give and carry out simple commands.
3. Differentiate between tones in greetings and commands
Instructional material/Reference material: Pictures depicting modes of greeting
among various groups; Charts
CONTENT
Greetings at home and appropriate time for particular greetings e.g.: Pupil: “Good
morning dad, how do you do? Dad: “Good morning Ade, how do you do?
Greetings at school e.g. Pupil: “Good morning Madam/Sir/Mr. Obi. Teacher:
“Good morning Olu, how are you?” Pupil: “I am very well thank you sir”.
Class, say ‘good morning’.
This is Mr. Hassan and this is Mr. Taiwo.
Good morning, Mr. Taiwo.
[mediator_tech]
1. When you see your dad in the morning, you can say, “Good ________.”
a) afternoon
b) evening
c) morning
2. It’s important to greet your family members at ________.
a) school
b) home
c) park
3. In the morning, you can ask your dad, “How ________ you do?”
a) are
b) do
c) is
4. At school, you can greet your teacher by saying, “Good ________, Madam/Sir/Mr. Obi.”
a) night
b) morning
c) afternoon
5. When your teacher asks, “How ________ you?” You can reply, “I am very well, thank you, sir.”
a) are
b) do
c) is
6. Greetings help us to start conversations in a ________ manner.
a) rude
b) polite
c) loud
7. When you see your mom in the morning, you can say, “Good ________, mom.”
a) day
b) evening
c) morning
8. Greetings show ________ towards others.
a) disrespect
b) kindness
c) indifference
9. When you see your teacher in the morning, you can say, “Good ________, Madam/Sir/Mr. ________.”
a) morning, Taiwo
b) evening, Taiwo
c) morning, Obi
10. When you see your classmates, it’s important to greet them ________.
a) loudly
b) politely
c) silently
11. When your teacher asks, “How ________ you do?” You can reply, “I am very well, thank you, ________.”
a) do, madam
b) are, sir
c) do, sir
12. Greetings create a ________ atmosphere.
a) positive
b) negative
c) neutral
13. When you see your sibling in the morning, you can say, “Good ________.”
a) evening
b) night
c) morning
14. Greetings are a simple way to make others feel ________.
a) appreciated
b) ignored
c) upset
15. It’s nice to greet your ________ members when you wake up in the morning.
a) school
b) family
c) friends
Greetings in the community, neighbours, elders/clan heads, nurse, doctor e.g.
“Good afternoon Doctor/Sir/Madam etc.
6 Simple commands at home: e.g. ‘wake up!’, ‘go to bed’, ‘greet your daddy’.
PRESENTATION (TEACHER’S &PUPILS’ACTIVITIES)
1. Creates home and school atmosphere through role play characters e.g. father,
mother, elder, teacher, etc.
2. Demonstrates appropriate greeting for each character.
3. Encourages pupils to greet one another with appropriate gestures.
4. Gives commands and demand s appropriate responses from pupils.
17
1. Role – Play members of the family, home, school and class community.
2. Demonstrate appropriate greetings for different people.
3. Greet and respond to greetings from colleagues.
4. Obey the teacher’s commands.
5. Model giving and obeying commands in pairs.
23
24
25 EVALUATION
1. Greet and respond to simple greetings.
2. Give and respond to commands using the appropriate tone.
3. Differentiate between tones in greetings and commands.
Summary: Teacher goes over the topic once again to enhance better understanding.
Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.
Week: TWO
Date:
Class: Basic 1
Subject: English
Duration: 40 minutes
Topic: Identification of persons and objects
Behavioural objectives: At the end of the lesson, pupils should be able to;
1. identify self, family members e.g. father, mother, brother and sister etc.
2. identify named objects at home, on the way to and from school, and in the
school compound.
Instructional material/Reference material:
1. Pictures
2. Charts
3. Real objects
Building Background/ Connection to prior knowledge: The pupils are familiar with
the topic(s).
25
CONTENT:
Identifying self, family members, and named objects. This will help you learn how to recognize and name different people and objects in your surroundings. 🏡👪📚
1. Identify self and family members:
It’s important to know who you are and who your family members are. Here are some examples of family members:
– Father: He is a male parent. You can call him “dad” or “father.” 👨👧👦
– Mother: She is a female parent. You can call her “mom” or “mother.” 👩👧👦
– Brother: He is a male sibling. You can call him by his name or use the word “brother.” 👦👨👦👦
– Sister: She is a female sibling. You can call her by her name or use the word “sister.” 👧👩👧👧
For example, if your father’s name is Mr. Ade, you can say, “This is my father, Mr. Ade.” Similarly, you can introduce your mother, brother, and sister using their names or the appropriate titles. Remember to use polite language when introducing family members. 😊👨👩👧👦
2. Identify named objects:
Objects can be found at home, on the way to and from school, and in the school compound. Here are some examples of named objects in different locations:
– At home: Table, chair, bed, television, refrigerator, etc. 🏠🪑🛏️📺🧊
– On the way to and from school: Street signs, traffic lights, trees, buildings, cars, etc. 🚦🌳🏢🚗
– In the school compound: Playground, classroom, blackboard, books, pencil, backpack, etc. 🏫🎒📚✏️
You can practice by pointing at these objects and naming them. For example, when you see a table, you can say, “This is a table.” Similarly, you can identify and name other objects you come across, both indoors and outdoors. 🖼️🌳
Remember, it’s important to observe and learn the names of objects around you. This will improve your vocabulary and help you communicate effectively. You can even create fun games with your family and friends to identify and name objects. 🎉🕵️♂️
Keep exploring and discovering new objects and people around you. The more you practice, the better you’ll become at identifying and naming them. Have fun with your learning journey! 🌟😄
PRESENTATION (TEACHER’S &PUPILS’ACTIVITIES)
1. Introduces himself to the class “My name is Abu”.
2. Asks different pupils their names, names of family members.
3. Guides different pairs of children to introduce themselves to one another.
4. Presents different household, classroom, and school objects, and guides pupils to
identify them by name e.g. a bag, a table.
1. Say their names and those of family and class members clearly.
2. Participate in self-introduction.
3. Identify given objects by names.
EVALUATION
1. Introduce themselves.
2. Identify persons by names.
Summary: Teacher goes over the topic once again to enhance better understanding.
Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.
[mediator_tech]
Evaluation
1. My ________ is a male parent.
a) brother
b) mother
c) father
2. She is my ________.
a) sister
b) aunt
c) uncle
3. I call my female parent ________.
a) dad
b) brother
c) mom
4. This is my ________. His name is Peter.
a) sister
b) brother
c) uncle
5. A female sibling is called ________.
a) brother
b) sister
c) father
6. At home, we have a ________ where we eat.
a) bed
b) table
c) chair
7. On the way to school, we see ________ that tell us when to stop or go.
a) traffic lights
b) trees
c) buildings
8. In the school compound, we have a ________ where we play.
a) refrigerator
b) playground
c) television
9. My books and pencil are kept in my ________.
a) backpack
b) bed
c) table
10. This is a piece of furniture that we sleep on. It’s called a ________.
a) chair
b) bed
c) refrigerator
11. My sister’s name is Jane. She is my ________.
a) father
b) sister
c) uncle
12. On the way to school, we see tall ________ that provide shade.
a) traffic lights
b) trees
c) buildings
13. In the school compound, we have a ________ where the teacher writes.
a) playground
b) blackboard
c) refrigerator
14. We use a ________ to write and draw.
a) backpack
b) books
c) pencil
15. This is a bag we carry on our back to hold our school supplies. It’s called a ________.
a) chair
b) backpack
c) bed
I hope these questions help you practice identifying self, family members, and named objects. Remember to choose the option that best fits each blank. Enjoy learning and have fun!
Week: Three
Date:
Class: Basic 1
Subject: English
Duration: 40 minutes
Topic: Identification of colours and animals
Sub-topic (s):
Behavioural objectives: At the end of the lesson, pupils should be able to;
1. identify primary colours associating them with objects appropriately.
2. identify named animals.
3. clearly pronounce names of colours and animals.
Instructional material/Reference material: 1. Pictures 2. Charts 3. Real objects
Building Background/ Connection to prior knowledge: The pupils are familiar with
the topic(s).
CONTENT
Certainly! Let’s explore the topics of primary colors, named animals, and pronouncing their names clearly. This will help you learn about colors, animals, and how to pronounce their names accurately. 🌈🐾🗣️
1. Identify primary colors associating them with objects appropriately:
Primary colors are red, blue, and yellow. Here are some examples of objects associated with each primary color:
– Red: Apple, firetruck, stop sign 🍎🚒🛑
– Blue: Sky, ocean, blueberries 🌌🌊🫐
– Yellow: Sun, banana, school bus ☀️🍌🚌
For example, when you see an apple, you can say, “This is a red object.” Similarly, you can associate objects with the colors blue and yellow. This will help you understand and recognize primary colors in everyday objects around you. 🍏🌊🌻
2. Identify named animals:
There are many different animals with specific names. Here are some examples:
– Lion, tiger, elephant 🦁🐯🐘
– Giraffe, zebra, monkey 🦒🦓🐒
– Dog, cat, bird 🐶🐱🐦
You can practice identifying these animals by looking at pictures or observing them in real life. Try to remember their names and associate them with their unique characteristics. This will enhance your knowledge of different animal species. 🐾🌍
3. Clearly pronounce names of colors and animals:
Pronouncing colors and animal names correctly is important for effective communication. Here are a few tips to help you pronounce them clearly:
– Take your time: Speak slowly and enunciate each syllable of the word.
– Listen and imitate: Pay attention to how others pronounce the colors and animal names, and try to imitate their pronunciation.
– Practice: Repeat the names of colors and animals multiple times to improve your pronunciation skills.
For example, if you want to say the color “blue,” pronounce it as “bloo” with a long “oo” sound. Similarly, when saying “elephant,” make sure to emphasize each syllable: “el-e-phant.”
You can also practice pronouncing colors and animal names with the help of online resources, audio recordings, or by asking your teacher or family members to listen and provide feedback.
Remember, practice makes perfect! Keep practicing the pronunciation of colors and animal names, and don’t hesitate to seek assistance if needed. With time, you will become more confident in your pronunciation skills. 🗣️👍
Enjoy exploring primary colors and animals while learning how to pronounce their names clearly. Have fun with your language journey! 🌈🐾😄
PRESENTATION (TEACHER’S &PUPILS’ACTIVITIES)
1. Associates colours with objects in the classroom.
2. Guides pupils to identify objects of named colours.
1. Identify major colour e.g white, red, yellow etc.
2. Explain what domestic and non-domesticated animals are with examples.
1. Brightly coloured picture books. 2. Charts containing different animals.
EVALUATION
1. Identify major colours.
2. Name some domestic and wild animals.
Summary: Teacher goes over the topic once again to enhance better understanding.
Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.
[mediator_tech]
Evaluation
1. The primary color associated with the sky is ________.
a) red
b) blue
c) yellow
2. An animal with stripes is called a ________.
a) lion 🦁
b) tiger 🐯
c) elephant 🐘
3. The primary color associated with the sun is ________.
a) red
b) blue
c) yellow
4. A large animal with a long neck is called a ________.
a) giraffe
b) zebra
c) monkey
5. The primary color associated with firetrucks is ________.
a) red
b) blue
c) yellow
6. An animal known for its loud roar is the ________.
a) lion
b) tiger
c) elephant
7. The primary color associated with bananas is ________.
a) red
b) blue
c) yellow
8. An animal that can swing from trees is a ________.
a) giraffe
b) zebra
c) monkey
9. The primary color associated with stop signs is ________.
a) red
b) blue
c) yellow
10. A furry animal that meows is a ________.
a) lion
b) tiger
c) cat
11. The primary color associated with blueberries is ________.
a) red
b) blue
c) yellow
12. A black and white striped animal is a ________.
a) giraffe
b) zebra
c) monkey
13. The primary color associated with apples is ________.
a) red
b) blue
c) yellow
14. A large animal with tusks is called an ________.
a) lion
b) elephant
c) tiger
15. The primary color associated with school buses is ________.
a) red
b) blue
c) yellow
Week: Four
Date:
Class: Basic 1
Subject: English
Duration: 40 minutes
Topic: Expressing possession
Behavioural objectives: At the end of the lesson, pupils should be able to;
1. Singular forms of possession to express ownership.
2. Make their own sentence using possessive in clear correct sentences.
Instructional material/Reference material: 1. Real objects 2. Picture of objects 3.
Course book
Possessive forms show that something belongs to someone or something else. After learning about possessives, you can create your own sentences to practice using them correctly. Here’s how you can do it:
1. Singular forms of possession:
When expressing ownership or possession for singular nouns, we usually add an apostrophe and an “s” (‘s) to the noun. Here are a few examples:
– The boy’s hat (the hat belonging to the boy)
– Sarah’s book (the book belonging to Sarah)
– The cat’s toy (the toy belonging to the cat)
2. Make your own sentences:
Now, let’s create some sentences using possessive forms. Think of something or someone you want to express ownership for, and complete the sentences with the correct possessive form.
Example sentences:
– This is my mother’s car. (the car belonging to my mother)
– The teacher’s desk is organized. (the desk belonging to the teacher)
– John’s dog loves to play in the park. (the dog belonging to John)
– The bird’s nest is high up in the tree. (the nest belonging to the bird)
– Lucy’s painting won first place in the competition. (the painting belonging to Lucy)
Try to come up with your own sentences using possessive forms. You can choose people, objects, or animals you are familiar with. Remember to use the correct possessive form by adding ‘s to the singular noun.
For example:
– The student’s backpack is heavy. (the backpack belonging to the student)
– The flower’s petals are beautiful. (the petals belonging to the flower)
– My sister’s phone is ringing. (the phone belonging to my sister)
By creating your own sentences, you’ll become more comfortable and confident in using possessive forms to express ownership. Practice with different nouns and experiment with various sentence structures.
Keep up the good work, and feel free to ask if you have any questions or need further assistance!
Building Background/ Connection to prior knowledge: The pupils are familiar with
the topic(s).
CONTENT:
EXERCISE
Underline the correct possessive pronouns in the following sentences.
Example: This is my house.
1 Is this (yours, your) house?
2 She is (her, hers) mother.
3 Is this (mine, my) book?
4 The dog has lost (it’s, its) collar.
5 I have (his, him) pencil.
15 PRESENTATION (TEACHER’S &PUPILS’ACTIVITIES)
1. Explains possessive forms: Forms that show ownership
2. Lists possessive words
3. Uses possessives in sentences and encourages pupils to repeat his examples
4. Asks pupils to make their own sentences.
1. Listen to teacher’s explanation.
2. Repeat teacher’s examples.
3. Make their own sentences using possessives in clear correct sentences.
EVALUATION
1. Name some possessives.
2. Use singular forms of possessives in simple correct sentences.
Summary: Teacher goes over the topic once again to enhance better understanding.
Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.
[mediator_tech]
Evaluation
1. This is ________ pencil. (a) my (b) I (c) me
2. The cat’s ________ is soft. (a) tail (b) tails (c) tale
3. That is ________ toy. (a) my (b) I (c) me
4. The book is on ________ desk. (a) her (b) hers (c) she
5. This is ________ house. (a) my (b) I (c) me
6. The dog’s ________ is wagging. (a) tail (b) tails (c) tale
7. That is ________ backpack. (a) her (b) hers (c) she
8. The ball is under ________ bed. (a) my (b) I (c) me
9. This is ________ room. (a) his (b) him (c) he
10. The bird’s ________ are colorful. (a) feathers (b) feather (c) feathe
11. That is ________ hat. (a) his (b) him (c) he
12. The keys are in ________ pocket. (a) his (b) him (c) he
13. This is ________ car. (a) his (b) him (c) he
14. The cat’s ________ are sharp. (a) claws (b) claw (c) claws’
15. That is ________ house. (a) his (b) him (c) he
Week: Five
Date:
Class: Basic 1
Subject: English
Duration: 40 minutes
Topic: Expressing gratitude and farewell
Sub-topic (s):
Behavioural objectives: At the end of the lesson, pupils should be able to;
1. Express gratitude correctly.
2. Say farewell to people correctly.
Instructional material/Reference material:
1. Real objects
2. Picture of objects
3. Course book
Building Background/ Connection to prior knowledge: The pupils are familiar
the topic(s).
CONTENT
1. Expressing gratitude through role play.
2. Expressing farewell in various ways and situations.
3. Expressing farewell.
Tolu, here is your lunch.
Thank you, ma.
David, have a nice day
I will, Dad. Thanks for bringing me to school.
Goodbye, sir.
[mediator_tech]
1. When someone gives you a gift, you can say, “________.”
a) Goodbye
b) Thank you
c) How are you
2. Expressing gratitude means showing ________.
a) sadness
b) appreciation
c) anger
3. When someone helps you, it’s polite to say, “________.”
a) Goodbye
b) Thank you
c) Excuse me
4. Farewell is another way of saying ________.
a) hello
b) goodbye
c) thank you
5. If someone wishes you a nice day, you can respond with, “________.”
a) Goodbye
b) Thank you
c) See you later
6. When leaving a friend’s house, you can say, “________.”
a) Thank you
b) Excuse me
c) Goodbye
7. If someone says, “Take care,” an appropriate response would be, “________.”
a) Goodbye
b) Excuse me
c) You’re welcome
8. When someone holds the door for you, it’s polite to say, “________.”
a) Goodbye
b) Thank you
c) Excuse me
9. Expressing gratitude is a way of showing ________.
a) disrespect
b) appreciation
c) anger
10. If you want to bid farewell to your teacher, you can say, “________.”
a) Excuse me
b) Thank you
c) Goodbye, ma’am/sir
11. When someone wishes you well, an appropriate response would be, “________.”
a) Goodbye
b) Thank you
c) You’re welcome
12. If you receive a compliment, it’s polite to say, “________.”
a) Excuse me
b) Thank you
c) Goodbye
13. Expressing gratitude helps to build ________ relationships.
a) negative
b) positive
c) neutral
14. When saying goodbye to a friend, you can say, “________.”
a) Excuse me
b) Goodbye
c) Thank you
15. If someone says, “See you later,” an appropriate response would be, “________.”
a) Goodbye
b) Thank you
c) See you later
PRESENTATION (TEACHER’S &PUPILS’ACTIVITIES)
1. Leads pupils to mention occasions when we should express gratitude e.g. when
we receive gifts, when people show us kindness or are polite to us
2. Makes sentences expressing gratitude to children, parents, elders.
3. Asks pupils to repeat the sentences
4. Guides children to role play a situation which allows them to express gratitude
5. Makes sentences expressing farewell in various ways e.g. goodbye, farewell,
byebye.
Pupils’ Activities
1. Listen to teacher and repeat the teacher’s expression.
2. Dramatize different
situations for using “thank you”. Ma/Sir/Daddy etc. e.g. after eating our food,
when we receive gifts from people. 3. Role play “farewell”.
1. Pictures depicting relevant situations. 2. Wall charts 3. Course books 4.
Audio/video tapes.
EVALUATION
1. Express gratitude to their peers correctly.
2. Make sentences using thank you.
3. Say farewell, bye-bye, good bye to people correctly.
Summary: Teacher goes over the topic once again to enhance better understanding.
Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.
Certainly! Let’s explore the topic of expressing gratitude and farewell in various situations. Learning how to express gratitude and bid farewell politely is important in building positive relationships with parents, teachers, and peers. Here’s how we can further understand and practice these skills:
1. Expressing gratitude to parents, teachers, and peers:
Gratitude should be expressed when people show us kindness, give us gifts, or when they are polite to us. It’s important to acknowledge and appreciate their efforts. For example:
– Thanking parents for preparing a delicious meal.
– Thanking a teacher for helping with homework.
– Thanking a peer for lending a pencil.
By mentioning occasions when we should express gratitude, we can reinforce the importance of appreciating others’ actions and gestures. 🙏😊
2. Making sentences expressing gratitude:
Let’s create sentences expressing gratitude in different contexts. Here are a few examples:
– “Thank you, Mom, for helping me with my project.”
– “I’m grateful to my friend for sharing their snacks with me.”
– “Thank you, Teacher, for explaining the lesson clearly.”
These sentences show gratitude to parents, peers, and teachers. It’s important to use polite words and a thankful tone while expressing gratitude. 😇🙌
3. Repeating the sentences:
Now, let’s practice repeating the sentences expressing gratitude together. Repeat after me:
– “Thank you, Mom, for helping me with my project.”
– “I’m grateful to my friend for sharing their snacks with me.”
– “Thank you, Teacher, for explaining the lesson clearly.”
Remember to speak clearly and with a thankful tone while repeating the sentences. Practice them multiple times to become more comfortable expressing gratitude. 🗣️🔁
4. Role-playing a situation to express gratitude:
Let’s imagine a scenario where you receive a gift from a friend. Role-play the situation by expressing gratitude. For example:
Friend: “Here is a gift for you.”
You: “Thank you so much! I really appreciate it.”
In this role-play, you express gratitude to your friend for the gift. Role-playing helps you practice real-life situations and prepares you to respond with gratitude when similar occasions arise. 🎁👭
5. Making sentences expressing farewell:
Farewell can be expressed in various ways, such as “goodbye,” “farewell,” or “bye-bye.” Let’s create sentences using different farewell phrases:
– “Goodbye, my friend. Have a great day!”
– “Farewell, Teacher. Thank you for the lesson!”
– “Bye-bye, Mom and Dad. See you later!”
These sentences showcase different ways to bid farewell in various contexts. Remember to use the appropriate phrase based on the situation and relationship. 👋🌟
By understanding and practicing expressing gratitude and farewell, you’ll develop good manners, positive communication, and strong relationships with others. Keep practicing, and feel free to ask if you have any questions or want to practice more! 😊🙏
[mediator_tech]
Evaluation
1. We should express gratitude when someone shows us ________.
a) anger
b) kindness
c) sadness
2. It is important to say “thank you” to our ________ when they help us.
a) parents
b) friends
c) teachers
3. When someone gives us a gift, we should express ________.
a) anger
b) gratitude
c) sadness
4. Saying “thank you” is a way to show ________.
a) appreciation
b) disrespect
c) indifference
5. We should say “thank you” to our ________ for their love and care.
a) peers
b) parents
c) elders
6. Expressing gratitude helps us to build ________ relationships.
a) positive
b) negative
c) neutral
7. When someone is polite to us, we should express ________.
a) anger
b) gratitude
c) sadness
8. We should express gratitude when our ________ helps us with our homework.
a) friends
b) parents
c) teachers
9. Farewell means saying ________.
a) hello
b) goodbye
c) thank you
10. It is polite to say “thank you” when someone shares their ________ with us.
a) snacks
b) toys
c) clothes
11. When leaving a friend’s house, we should say ________.
a) thank you
b) excuse me
c) hello
12. Expressing gratitude helps us to show ________.
a) sadness
b) appreciation
c) anger
13. We can say “goodbye” or “farewell” when ________.
a) meeting someone new
b) leaving a place
c) receiving a gift
14. It is polite to bid farewell to our ________ when leaving school.
a) parents
b) teachers
c) friends
15. We can say “bye-bye” to our ________ when it’s time to go home.
a) neighbors
b) classmates
c) grandparents
Week: Six
Date:
Class: Basic 1
Subject: English
Duration: 40 minutes
Topic: Asking and answering questions
Sub-topic (s):
Behavioural objectives: At the end of the lesson, pupils should be able to;
1. Ask simple questions using ‘what’.
2. Answer simple questions correctly.
Instructional material/Reference material:
1. Charts
2. Flannel graph
3. Real objects
4. Audio-visual materials
CONTENT
Simple questions and answers, such as:
I. ‘What is your name?’ ‘my name is Olu’
II. What is your father’s name? ’‘my father’s name is Ahmed’.
Asking and answering questions is an important part of communication. It helps us gather information, clarify doubts, and engage in meaningful conversations. Here’s a guide on how to ask and answer questions effectively:
Asking Questions:
1. Use question words: When asking a question, start with question words such as who, what, where, when, why, and how. These words help specify the type of information you’re seeking.
Example: “What is your favorite color?”
2. Use the appropriate question structure: Form questions by inverting the subject and verb or by using auxiliary verbs.
Example: “Do you like ice cream?”
3. Use polite language: Remember to use polite words such as “please” and a polite tone when asking questions to show respect and courtesy.
Example: “Could you please pass me the salt?”
Answering Questions:
1. Listen carefully: Pay close attention to the question being asked to ensure you understand it fully.
2. Provide a clear response: Answer the question in a concise and straightforward manner. Try to address all aspects of the question.
Example: Question: “Where did you go on your vacation?”
Response: “I went to the beach in Miami.”
3. Be respectful and polite: Respond in a friendly and courteous manner, even if the question is challenging or critical.
Example: Question: “Why did you make that mistake?”
Response: “I apologize for the mistake. It was unintentional, and I will make sure it doesn’t happen again.”
Remember, effective communication involves active listening and clear, respectful responses. By asking and answering questions, we can learn from each other and foster meaningful interactions. Practice asking and answering questions in different contexts to improve your communication skills. If you have any specific questions, feel free to ask!
26 PRESENTATION (TEACHER’S &PUPILS’ACTIVITIES)
27
1. Asks simple questions from pupils using ‘what’.
2. Leads them to give correct answers to the questions.
3. Pairs pupils and guides them as they take turns to ask one another questions and
answer them.
Pupils’ Activities
1. Answer teacher’s questions e.g. “My name is Akpan”.
2. Ask one another simple questions, giving correct answers to the questions.
EVALUATION
1. Answer two simple questions correctly.
2. Ask two simple questions correctly using ‘what’.
Summary: Teacher goes over the topic once again to enhance better understanding.
Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.
[mediator_tech]
Evaluation
1. ________ is your favorite color?
a) What
b) When
c) Where
2. ________ you like ice cream?
a) Do
b) Are
c) Have
3. ________ could you pass me the salt?
a) Can
b) Will
c) Would
4. ________ did you go on your vacation?
a) What
b) Where
c) Why
5. ________ you have any siblings?
a) Are
b) Do
c) Have
6. ________ is your best friend’s name?
a) What
b) When
c) Where
7. ________ did you watch the movie?
a) What
b) When
c) Why
8. ________ is the capital city of France?
a) What
b) When
c) Where
9. ________ you like to go for a walk?
a) Are
b) Do
c) Would
10. ________ is your favorite subject in school?
a) What
b) When
c) Why
11. ________ is your birthday?
a) What
b) When
c) Why
12. ________ did you eat for breakfast?
a) What
b) When
c) Where
13. ________ you going to the party tonight?
a) Are
b) Do
c) Have
14. ________ is the nearest library?
a) What
b) When
c) Where
15. ________ you like to join the club?
a) Are
b) Do
c) Would
Week: Seven
Date:
Class: Basic 1
Subject: English
Duration: 40 minutes
Topic: Introducing nouns and pronouns
Sub-topic (s):
Behavioural objectives: At the end of the lesson, pupils should be able to;
1. Identify nouns and pronouns in phrases and sentences.
2. Correctly use nouns and pronouns in sentences.
Instructional material/Reference material:
1. Course book
2. Real objects
3.Pictures
4. Flash card
CONTENT
Great! Let’s dive deeper into the topic of introducing nouns and pronouns. Understanding nouns and pronouns is essential for effective communication. 📚👨🎓🗣️
Nouns:
A noun is a word that represents a person, place, or thing. It helps us identify and name objects, individuals, or concepts. Here are a few examples:
1. “That woman is a lawyer.”
In this sentence, “woman” and “lawyer” are nouns. “Woman” represents a person, while “lawyer” represents a profession or occupation.
2. “We are going to the museum.”
In this sentence, “museum” is a noun. It represents a place where we can go and explore different exhibits.
3. “The chair is made from wood.”
In this sentence, “chair” and “wood” are nouns. “Chair” represents an object used for sitting, while “wood” represents a material used to make the chair.
Nouns are important because they help us communicate and provide clarity in our sentences. By identifying and using nouns correctly, we can effectively convey information. 🌟🗣️
Pronouns:
Pronouns are words that can take the place of nouns in sentences. They help us avoid repetition and make our speech or writing more concise. Let’s look at some examples:
1. “Tola is a boy. He is a boy.”
In the first sentence, “Tola” is the noun representing a person. In the second sentence, “he” is a pronoun that replaces the noun “Tola.” It helps avoid repeating the same noun.
2. “Ngozi is a girl. She is a girl.”
Similarly, “Ngozi” is the noun representing a person in the first sentence, and “she” is the pronoun that replaces the noun in the second sentence.
3. “This watch is very fine. It is very fine.”
Here, “watch” is the noun representing an object in the first sentence, and “it” is the pronoun that replaces the noun in the second sentence.
Using pronouns allows us to refer back to previously mentioned nouns, making our speech or writing smoother and more efficient. 🔄📝
By understanding nouns and pronouns, we can improve our communication skills and express ourselves more effectively. Practice identifying nouns in sentences and using pronouns to replace nouns when appropriate. This will enhance your language abilities and make your speech or writing more coherent. ✨👍
Keep up the good work, and feel free to ask if you have any questions or want to practice further!
[mediator_tech]
Evaluation
1. A noun is the name of a ________.
a) person, place, or thing
b) action or verb
c) descriptive word or adjective
2. That ________ is a lawyer.
a) person
b) place
c) thing
3. We are going to ________.
a) museum
b) school
c) park
4. The ________ is made from wood.
a) chair
b) table
c) book
5. Pronouns are words that can take the place of ________.
a) nouns
b) verbs
c) adjectives
6. Tola is a boy. ________ is a boy.
a) He
b) She
c) It
7. Ngozi is a girl. ________ is a girl.
a) He
b) She
c) It
8. This watch is very fine. ________ is very fine.
a) He
b) She
c) It
9. The word “man” is a ________.
a) noun
b) pronoun
c) verb
10. I am going to the ________.
a) beach
b) tree
c) car
11. The ________ is tall and green.
a) book
b) tree
c) dog
12. ________ is reading a book.
a) He
b) She
c) It
13. The cat is sleeping. ________ is sleeping.
a) He
b) She
c) It
14. The house is big and beautiful. ________ is big and beautiful.
a) He
b) She
c) It
15. The word “happy” is an example of a ________.
a) noun
b) pronoun
c) adjective
PRESENTATION (TEACHER’S &PUPILS’ACTIVITIES)
1. Explains nouns and pronouns and their uses.
2. Guides pupils to identify and use nouns and pronouns in sentences.
Pupils’ Activities
1. Identify nouns and pronouns.
2. Use nouns and pronouns in sentences.
EVALUATION
1. Identify nouns and pronouns in phrases/sentences.
2. Use nouns and pronouns in phrases and single sentences of the own.
Summary: Teacher goes over the topic once again to enhance better understanding.
Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.
Week: Eight
Date:
Class: Basic 1
Subject: English
Duration: 40 minutes
Topic: Indicating singular/plural forms
Sub-topic (s):
Behavioural objectives: At the end of the lesson, pupils should be able to;
1. Singular forms of objects.
2. Identify plural forms of object.
Instructional material/Reference material:
1. Real objects
2. Wall charts
3.Pictures
4. Flash card
CONTENT
Singular forms e.g. ball, boy, girl.
Plural forms e.g. balls, boys, girls.
Singular Nouns:
– Ball
– Boy
– Girl
Plural Nouns (formed by adding “-s”):
– Balls
– Boys
– Girls
Here are a few more examples of singular and plural nouns:
Singular Noun: Cat
Plural Noun: Cats
Singular Noun: Dog
Plural Noun: Dogs
Singular Noun: Book
Plural Noun: Books
Singular Noun: Chair
Plural Noun: Chairs
Singular Noun: Car
Plural Noun: Cars
Singular Noun: Tree
Plural Noun: Trees
By adding “-s” to the singular form of the noun, we change it to its plural form. This is a common way to indicate that there is more than one of a particular noun.
It’s important to note that while adding “-s” is the most common way to form the plural, there are some exceptions and irregular plurals in English. For example:
Singular Noun: Child
Plural Noun: Children
Singular Noun: Mouse
Plural Noun: Mice
Singular Noun: Tooth
Plural Noun: Teeth
These irregular plurals do not follow the usual rule of adding “-s” and require different forms.
By understanding the difference between singular and plural nouns and how to form the plural by adding “-s,” you will be able to communicate and write accurately. Practice using both singular and plural nouns in sentences to reinforce your understanding.
If you have any questions or need further examples, feel free to ask!
PRESENTATION
Teacher’s Activities)
1. Gives examples of singular forms.
2. Gives examples of plural forms.
Pupils’ Activities
1. Identify singular forms.
2. Identify plural forms of objects.
EVALUATION
1. Identify singular forms.
2. Identify plural forms.
3. Use real objects to show singular and plural forms.
Summary: Teacher goes over the topic once again to enhance better understanding.
1 Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.
[mediator_tech]
1. The ________ is round. (a) ball (b) balls (c) ball’s
2. There are three ________ in the garden. (a) boy (b) boys (c) boy’s
3. The ________ is wearing a blue dress. (a) girl (b) girls (c) girl’s
4. I have two ________ in my hand. (a) ball (b) balls (c) ball’s
5. The ________ are playing soccer. (a) boy (b) boys (c) boy’s
6. She has three ________ in her backpack. (a) book (b) books (c) book’s
7. The ________ is on the chair. (a) girl (b) girls (c) girl’s
8. We need two ________ for the game. (a) ball (b) balls (c) ball’s
9. The ________ are reading in the library. (a) book (b) books (c) book’s
10. The ________ is blue. (a) chair (b) chairs (c) chair’s
11. They have three ________ in their garage. (a) car (b) cars (c) car’s
12. The ________ are tall and green. (a) tree (b) trees (c) tree’s
13. She has two ________ as pets. (a) cat (b) cats (c) cat’s
14. The ________ are barking loudly. (a) dog (b) dogs (c) dog’s
15. He has four ________ on his plate. (a) cookie (b) cookies (c) cookie’s
Week: Nine
Date:
Class: Basic 1
Subject: English
Duration: 40 minutes
Topic: Use of articles “a” and “an”
Sub-topic (s):
Behavioural objectives: At the end of the lesson, pupils should be able to;
i. Identify objects that use articles “A” or “An”.
Instructional material/Reference material:
1. Real objects
2. Pictures
3. Toys
Building Background/ Connection to prior knowledge: The pupils are familiar
with the topic(s).
CONTENT
1. Identification of objects using articles “A” e.g. A goat; A dog.
2. Identification of objects using articles “An” e.g. An egg; An umbrella.
An article is a word that is used before a noun to show whether a particular or a
general example is being referred to. The articles in English language are ‘the’
and ‘a/an’. Article ‘an’ is used with nouns that begin with these five vowel letters (a, e, i, o, u).
Examples.
1. A chair.
2. A table.
3. A chalkboard.
1. This isn’t a hoe. It is an axe.
2. This isn’t an ear. It is an eye.
3. This is not a hen. It is an eagle.
Great! Let’s dive deeper into the topic of identifying objects using articles “A” and “An.” Articles are important words that help us specify whether we are referring to a particular or a general example. We use “A” before nouns that start with consonant sounds, and “An” before nouns that start with vowel sounds. Here are some examples:
1. “A chair.”
In this sentence, “chair” is a noun, and we use the article “A” before it because “chair” starts with a consonant sound. We use “A” to refer to any chair in general.
2. “An egg.”
Here, “egg” is a noun starting with a vowel sound, so we use the article “An” before it. “An” is used to refer to any egg in general.
3. “A chalkboard.”
Similarly, we use “A” before “chalkboard” because it starts with a consonant sound. “A” is used to refer to any chalkboard in general.
Now, let’s look at some examples using “A” and “An” in sentences:
1. “This isn’t a hoe. It is an axe.”
In this sentence, “hoe” and “axe” are nouns. We use “A” before “hoe” because it starts with a consonant sound. We use “An” before “axe” because it starts with a vowel sound.
2. “This isn’t an ear. It is an eye.”
Here, “ear” and “eye” are nouns. We use “An” before “ear” because it starts with a vowel sound. We use “An” before “eye” as well, again because it starts with a vowel sound.
3. “This is not a hen. It is an eagle.”
In this sentence, “hen” and “eagle” are nouns. We use “A” before “hen” because it starts with a consonant sound. We use “An” before “eagle” because it starts with a vowel sound.
Using the appropriate articles “A” and “An” helps us provide more specific information and clarify the noun we are referring to. It’s important to pay attention to the sound that the noun starts with when deciding whether to use “A” or “An.”
Continue practicing by identifying objects and using the correct articles in sentences. This will strengthen your understanding and usage of articles in English. 📚🖊️😊
If you have any questions or need further examples, feel free to ask!
Grammar
PRESENTATION
Teacher’s Activities
1. Identify objects using article “A”.
2. Identify objects using article “An”.
Pupils’ Activities
1. Identify objects that are: – article “a” – article “an”
EVALUATION
1. Gives examples of objects using articles “A”.
2. Gives examples of those using article “An”.
Summary: Teacher goes over the topic once again to enhance better understanding.
Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.
[mediator_tech]
1. ________ goat is in the field.
a) A
b) An
c) The
2. I need ________ umbrella.
a) A
b) An
c) The
3. We have ________ dog as a pet.
a) A
b) An
c) The
4. She sat on ________ chair.
a) A
b) An
c) The
5. Please bring me ________ table.
a) A
b) An
c) The
6. He wrote on ________ chalkboard.
a) A
b) An
c) The
7. ________ egg is in the basket.
a) A
b) An
c) The
8. They bought ________ axe for the garden.
a) A
b) An
c) The
9. She has ________ eye for detail.
a) A
b) An
c) The
10. This isn’t ________ hoe. It is ________ axe.
a) A / an
b) An / a
c) A / the
11. This isn’t ________ ear. It is ________ eye.
a) A / an
b) An / a
c) A / the
12. ________ chalkboard is green.
a) A
b) An
c) The
13. She saw ________ eagle in the sky.
a) A
b) An
c) The
14. He heard ________ hen in the backyard.
a) A
b) An
c) The
15. ________ chair is made of wood.
a) A
b) An
c) The
Week: Ten
Date:
Class: Basic 1
Subject: English
Duration: 40 minutes
Topic: Identification of present and past actions
Sub-topic (s):
Behavioural objectives: At the end of the lesson, pupils should be able to;
i. Identify present and past actions e.g. I eat very every morning. I ate rice
yesterday.
Instructional material/Reference material: 1. Wall charts 2. Pictures
Building Background/ Connection to prior knowledge: The pupils have learnt
verb.
10 CONTENT
Present and past actions
Verbs can have different tenses (that is, the time and form of the verb that shows
when an event occurs or occurred. Examples are:
Present Tense
Past Tense
Past Participle
Eat
Ate
Eaten
Walk
Walked
Walked
Sleep
Slept
Slept
Drive
Drove
Driven
Wash
Washed
Washed
Write
Wrote
written
Sentence examples
The boy eats breakfast every morning. (Present tense)
The boy ate breakfast yesterday. (Past tense)
He plays football with his friends always. (Present tense)
I played football with my friends last week (Past tense)
The simple present tense is used to describe what is done regularly or what is true
1. Ada mops the floor before going to school.
2. The moon shines in the night.
PRESENTATION
Teacher’s Activities
Gives examples of present and past actions.
Identify present and past actions
Pupils’ Activity
Pupils will orally express present and past actions
Summary: Teacher goes over the topic once again to enhance better understanding.
Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.
4
11 REVISION
12 EXAMINATION
7
[mediator_tech]
Evaluation
1. She ________ breakfast every morning.
a) eat
b) ate
c) eaten
2. They ________ to the park yesterday.
a) walk
b) walked
c) walked
3. I usually ________ well at night.
a) sleep
b) slept
c) slept
4. He ________ his car to work today.
a) drive
b) drove
c) driven
5. She ________ her clothes in the evening.
a) wash
b) washed
c) washed
6. He ________ a letter to his friend last week.
a) write
b) wrote
c) written
7. She ________ her homework every day.
a) do
b) did
c) done
8. They ________ the movie last night.
a) watch
b) watched
c) watched
9. He ________ his bike to school every morning.
a) ride
b) rode
c) ridden
10. We ________ to the beach last summer.
a) go
b) went
c) gone
11. The baby ________ peacefully in the crib.
a) sleep
b) slept
c) slept
12. She ________ a beautiful song at the concert.
a) sing
b) sang
c) sung
13. They ________ a delicious meal for dinner.
a) cook
b) cooked
c) cooked
14. He ________ his bicycle yesterday.
a) ride
b) rode
c) ridden
15. We ________ a picture of the sunset.
a) take
b) took
c) taken
